- By the end of this lesson, students will be able to listen and read the dialogue among Mai and the reporter to understand the details then do some more tasks to understand more abou[r]
(1)Date of preparing: Period: 16 UNIT 3: COMMUNITY SERVICE
LESSON : GETTING STARTED ( P 26 - 27): A OBJECTIVES:
- By the end of this lesson, students will be able to listen and read the dialogue among Mai and the reporter to understand the details then some more tasks to understand more about commmunity/ volunteer work and the words related to this topic
+ Vocabulary: community service, volunterr, benefit, donate, non- profit, encourage + Grammar: Present simple and present perfect tense; words that can be nouns and verbs
- Skills: practice and develop listening, reading and speaking skills
- Political thought and moral sense: help Ss understand more about community service and educate Ss to have more responsibility in volunteer work
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board , chalks, pictures, posters, stereo and the CD record
C METHODS:
Brainstorming, Rub out and remember, pre-questions, T/F statements, comprehension questions, matching, net work
D PROCEDURE: I Organization(1’) - Greeting
Class Date of teaching Absent students B7
B8
II Revision / Warmer (4’) * Brainstorming
- T draws the net on the board
(2)- T models the first one
working for the community
- T checks Ss' understanding
- Ss think and prepare in about minute
- T divides the class into groups T gives the name -> checks
- One by one student from each group comes to the board and writes one answer - T corrects then praises the winner
+ Possible answers :
working for the community, taking part in Green summer campaign, cleaning up the beaches, helping elderly/ blind people, helping handicapped children, planting trees along the streets
III New lesson:
Step : Pre-reading( 12’) * Vocabulary.
- community service (n): công việc lợi ich cộng đồng - benefit (n): lợi ích
- volunteer (n): người tình nguyện ; (v) tình nguyện - (to) encourage: khuyến khích
- (to) donate: hiến tặng, đóng góp
+ Checking vocab: Rub out and remember * Pre-questions ( Part p.6 )
- T shows the pictures on page 26 ( The small pictures on the left) then asks some Qs:
?What can you see in the pictures?
(3)?(Picture 1:) What is the symbol about? ? (Picture 2)What is he/ she doing?
?(Picture 3) What are these? Are they new or old? Do you think who will receive these books?
? (Picture 4) Who are they? What are they doing? >? What are the pictures about?
*Pre questions: T elecits to link to the topic: Do you think who they are? Where are they? What are they talking about?
Step : While – reading(18’) * Activity 1: Listen and check:
- T asks Ss to look at the book, listen to the dialogue once and check agani their answers
+ Answer key:
They are Mai, Phuc and a reporter They are at the radio/ TV studio
They are talking about community srevice and volunteer activities - Let Ss practise reading- T corrects Ss’ pronunciation and intonation
* Activity 2: Recalling the information
- T gives some Qs to check Ss’ understanding:
?What’s Global Citizen? ( The name of the radio programe)
? What’s Hai Ba Trung?( The name of the school which Mai and Phuc go to) ? What’s “Be a Buddy”? ( The organization that Mai takes part in)
? What’s “Go Green”? ( The organization that Phuc is from) * Activity : T/F statements ( Part 1a- p.2 7)
- T shows the statements on the board, runs through
- T asks Ss to work individually, read again the dialogue, then tick T/F - T collectsSS’ answers, asks Ss to correct the F sentences
+ Answer key:
(4)F (It’s a non- profit organization - T can explain the differences between an environmental non – profit organization and an environmental business )
T
* Activity 4:Comprehension questions ( Part b p.2 7) - T shows the questions in part b - p 27, runs through
- Let Ss work in tables, read the dialogue again then answer the questions ( 90’’) - T gets Ss’ answers and corrects
+ Suggested answers:
1.It means doing sth good , especially to improve a situation They plant trees and flowers along the beaches/ streets, in the parks
It makes the environment greener, cleaner and more beautiful, makes the air fresher
* Activity ( Part 2,3,4- p 27)
+ Part 2: Putting words in the right groups - T asks Ss to look at the words , runs through - Let Ss group them, then read out the asnwers
+ Answer key:
Nouns Verbs Adjs
help benefit volunteer plant
Donate Help Benefit Volunteer Recycle Plant Provide Clean Encourage
Clean
Environmental
- T emphasize the parts of speech of the words, checks again the meanings of some words when they are nouns/ verbs
(5)- T runs through the words and the sentences, let Ss individually, then compare with their partners
- T asks some Ss to read out the completed sentences
+ Answer key:
1- volunteer; 2- homeless people; 3- donates; 4- community service; 5- make a difference
+ Part 4: Describing the people:
- T asks Ss to the exercise quickly, then compare in tables - T checks again by asking the Qs like this:
? What’s he doing in picture 1?
? What are they doing in picture 2?
+ Answer key:
1- donate ; 2- plant; 3- help; 4- clean; 5- recycle
Step 3: Post – reading(7’) * Creating word webs.
- T asks Ss to work in groups, go to the board and write as many words as they can in 1’
- T corrects, marks , adds more if necessary
+ Answer key:
- donate: books, blood, money, clothes, toys
- help: children, street people, old people, the poor - clean: streets, walls, lakes, rivers, beaches
- provide: food, attention, life skills, education, houses, help, books
IV Summary(1’)
- T asks one student to repeat the main contents of the lesson + Words related to the topic
+Words that are both verbs or nouns
+ What are volunteers/ homeless people/ community service ? V Homework(2’)
(6)- Do the exercises in the work book: 1, and in part B p 18,19 - Prepare the new lesson: Unit 3: Lesson 2: A closer look * EVALUATION:
-Date of preparing: Period: 17 UNIT 3: COMMUNITY SERVICE
LESSON 2: A CLOSER LOOK ( P.28 -29 ) A OBJECTIVES:
- By the end of this lesson, students will be able to get some more words to talk about community service and community problems, give solutions, then practice to
pronounce the sounds / g / and / k / + Vocabulary:
+ Grammar:
- Skills: Practice and develop listening and speaking skills
- Political thought and moral sense: educate students to have good attitudes in helping people, especially people in need, and recognize the community problems in order to give the best solutions
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, pictures, posters, stereo and the CD record
C METHODS:
Matching, gap-fill, grids, guessing game, listen and tick, liten and write D PROCEDURE:
I Organization(1m) - Greeting
Class Date of teaching Absent students B7
(7)II Revision / Warmer: * Brainstorming(4’)
homeless people - Let Ss work in groups, go to the board and write the words in 1’ - T corrects, marks
+ Possible answers : disabled people, people in a flooded/ drought area, elderly people, sick people, street children
III New lesson:
Step : Activity 1: Vocabulary.(11’) * Matching ( Part p 28)
- T runs through the pictures:
? ( Picture 1): What is the woman carrying? Why? What is the man sitting on? Why? ? ( Picture 2): Who are they?
? ( Picture 3): What can you see in this picture? What about his clothes? Can you guess what his difficulties are?
? (Picture 4): Where are they? What’s the matter with them?
? ( Picture 5): What happenned to them? What are they doing? What are they carrying?
- Let Ss the matching individually, T collects Ss’ ideas, corrects + Answer key:
1 disabled people. 2 elderly people. 3 homeless people. 4 sick children
5 people in flooded area.
Step 2: Activity 2: ( Part 2, – p 28 ) (17’) * Role play ( Part p 28)
(8)- T asks Ss to work in pairs, take turns describing the people above One of them guesses which picture their friend is talking about, then discuss how they can help the people in these situations
- Let Ss read the example, then work in pairs - T goes round to control and elecit if necessary - T calls some pairs to demonstrate before the class
- T elecits and collects ideas from the whole class after finishing for all the situations * Writing: ( Part 3- p28)
- T runs through the pictures: ? What can you see in the photos? ?What are the problems?
? Does our community have similar problems? - T runs though the words
- Let Ss the task individually
+ Answer key: Rubbish
Traffic jam Too many ads Dirty beaches No trees Graffiti
A C B A A,C B
- Let Ss work in pairs, write down the possible solutions for problems in 2’
- T goes round to help, encourages Ss to add more thier own ideas in addition to using the words provided
- Let some pairs demonstrate before class
- T controls, corrects, gives marks and praises Ss Step : Activity 3: Pronunciation / g/ and / k/ (9’) * Listen and repeat ( Part 4- p29)
- T models the two sounds with / k/ and / g/
(9)* Listen and circle the words ( Part 5- p.29) - T shows the table then runs through
/ g/ / k/
- T tells the Ss that they will hear one word from each row and asks them to listen and circle the words they hear
- T plays the recording twice
- Ss listen individually then they compare with their partners
- T gets Ss’ answers then T gives feedback and has Ss repeat the sounds as the class + Tapescript: cold, green, clothes, girl, goal.
- Let Ss practise the words
* Listen and repeat ( Part 6- p.29)
- T plays the recording twice and asks Ss to repeat
- T may use back – chaining technique if Ss find it difficult to read the sentences T can begin with the last word of the sentence for SS to repreat, T continues to read the words in reverse order for Ss repeat until the beginning of the sentence
- T gets some individualls to repeat
* Game: Stand up or sit down (Part 7- p.29)
- T chooses an action for each sound ( eg/ sound /g/ is “stand up” and sound /k/ is “sit down”)
- Let Ss work in groups of 5- one student calls out one word from part and the group performs the action according to the sound they hear The S who is slowest to the action correctly will call out the next word
- T models this game with Ss first before dividing SS into groups - Let Ss play the game; T controls and helps
IV Summary(1’)
- T asks students to repeat the main contents of the lesson: + vocabulary : community problems, solutions
+ the sounds / g/ , / k/ V Homework(2’)
(10)- Practice the sounds / g/ , / k/ - Do the exercises in part A- W.B
- Prepare the new lesson: Unit 3: Lesson 3: A closer look * EVALUATION:
-Date of preparing: Period 18
Unit 3:COMMUNITY SERVICE
LESSON : A CLOSER LOOK (P.29 - 30) A OBJECTIVES:
- By the end of the lesson, students will be able to know the use of the the present perfect and the simple past, know the differences between these two tenses and pratise using them correctly and appropriately
+ Vocabulary:
+ Grammar: the present perfect and the simple past
- Skills: practice and develop speaking, listening and writing skills
- Political thought and moral sense: educate students to know more about community service and encourage them to take part in the volunteer activities
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, cassette, CD record, pictures and the posters
C METHODS:
- complete the sentences, gap-fill, write-it-up D PROCEDURE:
I Organization(1’) - Greeting
Class Date of teaching Absent students B7
B8
(11)- T asks Ss to work in groups, go to the board and write the past forms and past participles of the verbs given by the teacher
Group 1- Past forms Verbs Groups 2- Past Participles
do provide
ask clean
fly see meet write
be
- T corrects, marks, helps Ss read again the words III New lesson:
Step 1: Activity 1:Revision of the present perfect and the simple past( 15’) * Presentation:
- T asks Ss to keep the books closed
- T sets the sence, elecits from Ss to make up the dialogue: Lan and Hoa are talking about their last summer holiday:
Lan: Where did you go last summer?
Hoa: Last summer I went to Hoi An with my family.(1) Lan: Oh, I have been to Hoi An.(2)
? When you think these actions happened- in the past, present or future? ?Which sentence tells exactly when it happened? Which tenses are they?
> Both sentences say that the person spent some time in Hoi An in the past, but the sentence (1) describes a particular trip which happened last year, while sentence (2) emphasizes that the person had an experience of Hoi An and does not focus on when it exactly happened
*Listenning:
(12)- T shows Ss the rule box- let Ss read
+Concept check:
?When we use the past simple? De we have to focus on exact time in this tense? Which specific time expressions we use with this tense?
?When we use the present perfect? Is the exact time important? Which advs are often used with this tense?
* Verbs form ( Part - p 30)
- T runs through the sentences, asks Ss to identify the advs of time/ phrases in the sentences that help them to decide if the verb should be in the present perfect or the past simple
- Let Ss the Ex individually, then compare in tables - T asks Ss to read out the asnwers
- T corrects Ss’ mistakes, gives feedback + Answer key:
1 cleaned has flown/ went
2 have collected Have you ever seen/ saw collected
Step 2: Activity 2: Choose the best answer( Part 2- p.30)(12’)
- T runs through the sentences, then let Ss the Ex individually and compare with their partner
- T calls some Ss to read the completed answers and give the explanation for their choices
- T can explain the differences between the present perfect and the past simple in sentences 3-4 and 5-6
+ Answer key: 1-b, 2- b, 3- a, 4- a, 5- c, 6-b. Step 3: Activity 3(10’)
* Writing( Part 4- p.30):
- T runs through the expressions to make sure that Ss can understand which ones go with the present perfect and which ones go with the simple past tense
- Let Ss work in groups of 6, write sentences on posters, using the different expressions
(13)G2: : already, when I was a child, three times G3: : last spring, ever, one hour ago
G4: : so far, in 2011, before G5: : yesterday, once, yet
- T checks gain to help Ss know more clearly about the use and the positions of these advs
- T asks Ss to write the sentences individually - T can model with one expression
- After 2’, let Ss stick their posters with the sentences on the board and read them out - Let the WC give feedback
*Speaking:( Part 5- p.30)
- T reminds Ss of what they have learnt in “Getting started” about “ Be a Buddy” and “ Go Green”
- T divides Ss into pairs, checks again to make sure that Ss understand what they are going to do.T reminds Ss this is a peaking activity, and they should communicate in complete sentences, and they have to use the present perfect and the past simple tense - Let Ss work in pairs
- T goes round to monitor to ensure they not just look at the table and say oue the phrases for each other to copy down, and takes notes of any common errors
- T gives feedback IV Summary(1’)
- T asks Ss to repeat the main contents of the lesson:
+The forms and the uses of present perfect tense and the simple past tense - The differences between these tenses
- The advs that often go with these tenses V Homework(2’)
- Study the grammar Make more examples - Do again part 4-p.30
- Do the exercises: 4, 5, in part B p.19-WB
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